An Examination of the Causal Model for the Relationships among Self-Efficacy, Anxiety, Self-Regulated Learning Strategies, and Persistence in Learning : Focused on Cognitive and Motivational aspects of Self-Regulated Learning Strategies

Abstract

The purpose of the present study was to test the causal model for the relationships among self-efficacy, anxiety, self-regulated learning strategies, and persistence in learning. Self-efficacy scale, scale on feelings of anxiety while studying, cognitive self-regulated learning strategies scale, self-motivational strategies scale, and subscale of Gakugeidai Academic Motivation Inventory measuring a lack of persistence in learning, were administered to 449 junior high school students twice : both 1 month before and 1 week before examination. The results, analyzed using structural equation modeling, were as follows : (1) self-efficacy predicted cognitive self-regulated learning strategies and intrinsic regulation strategy positively, whereas self-efficacy predicted extrinsic regulation strategy negatively : (2) feelings of anxiety influenced all three self-regulated learning strategies positively : (3) intrinsic regulation strategy was related negatively to a lack of persistence, but extrinsic regulation strategy was related positively to a lack of persistence.